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研究生:陳旻汗
研究生(外文):Chen, Min-Han
論文名稱:探討語用介入方案對提升學齡社交(語用)溝通障礙兒童語用能力之成效
論文名稱(外文):Exploring the Positive Effects of the Pragmatic Intervention on School-aged student with Social (Pragmatic) Communication Disorder
指導教授:王秋鈴王秋鈴引用關係
指導教授(外文):Wang, Chiu-Ling
口試日期:2019-06-24
學位類別:碩士
校院名稱:臺北市立大學
系所名稱:特殊教育學系
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2019
畢業學年度:107
語文別:中文
論文頁數:168
中文關鍵詞:社交(語用)溝通障礙語用語用介入學齡兒童
外文關鍵詞:social (pragmatic) communication disorderpragmaticspragmatic interventionschool-aged student
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本研究旨在探討語用介入方案對學齡社交(語用)溝通障礙兒童的語用能力之成效。本研究採用單一受試實驗設計中的跨行為多基線設計,以兩名有社交(語用)溝通障礙的國小一年級兒童為研究對象,在進行一週2次,每次約45分鐘,共5週的語用介入課程後,結果顯示:
一、本研究所設計的「計畫–執行–回顧」語用介入方案在促進國小一年級有社交(語用)溝通障礙的兒童的開啟話題、維持話題–詢問問題、維持話題–表達意見等語用能力上,有良好的立即與維持成效。
二、從兩位受試兒童身上均可觀察到,在撤除相關的教學介入後,其語用行為仍有持續進步的情形。
三、由家長訪談問卷的資料可知,家長對於本研究介入課程與學習單之成效均持正向之評價,顯示具有一定的社會性效度。
This study aims to explore the positive effects of the pragmatic intervention on school-aged student with social (pragmatic) communication disorder. This study used a multi-baseline design of cross-behavior in a single experimental design, and recruited two children in the first year of elementary school to join this project. After five weeks, two times a week, and about fourty-five minutes course each of time, the results show:
1.The 「plan-do-review」pragmatic intervention program designed by the institule had good immediate and sustained results in promoting the social (pragmatic) communication disorder student's pragmatic abilities of topic initiation, topic maintenance with follow-up questions, and topic maintenance with follow-up comments.
2.It could be observed from both subjects that the pragmatic behaviors continued improving even when the interventions were removed.
3.According to the data from the parent interview questionnaires, parents had positive evaluation on the effectiveness of the intervention and homework sheets in this study, indicating that the study had certain social validity.
目錄 iii
表目錄 v
圖目錄 vi
第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與待答問題 5
第三節 名詞釋義 7
第二章 文獻探討 11
第一節 社交(語用)溝通障礙的歷史沿革及其語用表現 11
第二節 社交(語用)溝通障礙語用介入的相關研究 25
第三節 「計畫-執行-回顧」三階段語用介入模式的應用 39
第三章 研究方法 48
第一節 研究設計 48
第二節 研究對象 55
第三節 「計畫-執行-回顧」三階段的語用介入方案 60
第四節 研究工具 70
第五節 研究流程 74
第六節 資料處理與分析 77
第四章 結果與討論 81
第一節 受試兒童A三項語用目標行為之學習成效分析 81
第二節 受試兒童B三項語用目標行為之學習成效分析 88
第三節 社會性效度 96
第四節 綜合討論 98
第五章 結論與建議 105
第一節 結論 105
第二節 研究限制 107
第三節 研究建議 107
參考文獻
壹、中文部分 111
貳、英文部分 112
附錄一 家長同意書 119
附錄二 教學活動與學習單範例 120
附錄三 社交溝通教學影片 151
附錄四 教學程序檢核表 152
附錄五 專家效度檢核問卷 153
附錄六 語用行為分析規則 157
附錄七 家長意見回饋表 163
附錄八 語言樣本範例 165
附錄九 研究預定進度表 168

表目錄
表2-1社交(語用)溝通障礙的診斷標準 17
表3-1受試兒童基本資料與評量結果 59
表3-2 教學程序表 64
表3-3課程教學內容 65
表3-4語用介入方案–專家內容效度評分結果與建議 68
表4-1受試兒童A三項語用行為之階段內、階段間變化分析摘要表 83
表4-2受試兒童B三項語用行為之階段內、階段間變化分析摘要表 90
表4-3家長對研究課程的相關感受與看法 96

圖目錄
圖3-1研究架構圖 48
圖3-2 教學地點 51
圖3-3 實驗程序圖 53
圖3-4 研究流程圖 74
圖4-1語用介入方案對促進受試兒童A三項語用行為之成效 82
圖4-2語用介入方案對促進受試兒童B三項語用行為之成效 89
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